different forms of instructional video published online for students
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shared by Wayne Holly on 27 Oct 11
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Should You Flip Your Classroom? | Edutopia - 207 views
www.edutopia.org/...pped-classroom-ramsey-musallam
Flipped flipped classroom flipclass edutopia strategy
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Jason Finley and Patricia Hermes liked it
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Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking
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The science teacher in me is deeply committed to the process of inquiry, and arming my students with the skills needed to construct and test their own ideas. The AP teacher in me fears sending my students off to their examination in May having covered only a portion of all the content required
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I like this concept - read more. Works against teacher as delivery system to be ignored.
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At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
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shared by Nigel Coutts on 11 Mar 18
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Making the best use of our time with Google Forms - The Learner's Way - 39 views
thelearnersway.net/...-of-our-time-with-google-forms
time google forms learner Education technology teaching
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Teachers are a busy lot. We are a profession whose workload seems to be forever on the rise and as much as you do, there is always more to be done, more to be learned, new challenges to be surmounted and exciting new opportunities to be explored. For all of this it is important to make the most efficient use of the tools we have at our disposal. Google Forms can help.
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Modeling | University Writing Center - 46 views
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When you come across an example of student writing that is particularly well-written, you can share it with other students. However, avoid using negative examples, as most students will hesitate to give permission if they know you plan to use student writing to exemplify poor writing–and not telling them of your intent would be unfair. Furthermore, students will learn as much from positive as from negative analysis. No piece of writing, your own included, is so perfect that constructive criticism cannot be aimed at it. It’s best to ask all students to sign a release form at the beginning of the semester granting permission to use their work for teaching purposes. Note that if you wish to quote their work in an article on teaching, you’ll need specific permission.
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It’s not enough simply to show models. Students need to work with models and discuss them to be able to transfer their abstract understanding of the model’s features into their own writing. While you can lecture on the qualities you endorse or admire, it is far more effective to engage students actively in evaluation and analysis through class discussion and peer response groups.
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If you do decide to use a student’s paper as a model, you should have him or her sign a Student Contract.
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Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views
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One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
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As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
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The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
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Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
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When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
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Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
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Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
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I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
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By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
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During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
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I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
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The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
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I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
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If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
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"It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
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Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
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it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
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Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
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Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
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The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
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the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
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Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
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Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
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CBI: We must drive change through a culture of expectation - 1 views
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There is a risk that the mistakes of the past – both teaching to the test by schools and micro-management of the school system through the means of exams and league tables – may be repeated in the EBC.
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nternational evidence from high-performing education systems suggests more formative assessment during schooling would be beneficial
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But an over-reliance on summative assessment can distort the quality of education by becoming the dominant focus of school activity.
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Removal of the currently over-specified and repetitive national curriculum from primary schools in favour of clearly defined goals on literacy, numeracy, science and computer science.
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Move the focus of our exam system to 18 and develop clearly rigorous and stretching standards for both academic and vocational A-levels, with maths and English retained until 18 for both
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should be commissioned to advise on the right balance of timing and the optimal mix between formative and summative assessment
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Innovating Pedagogy | Open University Innovations Report #1 - 0 views
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The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right.
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KerryHawk02: Teaching HistoryTech: Looking Back at My First Backchannel Experience - 56 views
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Backchanneling has a lot of promise with students in many different content areas. Here is a Social Studies teacher who shared her first experience using Today's Meet as a tool for doing formative assessment and teaching critical thinking skills during a film she showed students. Check out the learning process she shares in her reflection.
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shared by Amy Marlow on 16 May 10
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Teaching for Comprehending and Fluency by Irene C. Fountas and Gay Su Pinnell - 77 views
books.heinemann.com/...formsResources.html
Education Reading Language Arts and Literacy fountas and pinnell
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Who is Formative Assessment Really For? | Teaching Matters - 77 views
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Soviet Psychology: Psychology and Marxism Internet Archive - 14 views
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we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.
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Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.
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As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.
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He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena
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We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society
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1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.
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Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter
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How to Teach in an Age of Distraction - The Chronicle of Higher Education - 99 views
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Where we put our attention is not only how we decide what we will learn, it is how we show what we value.
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The path forward is to learn more about our vulnerabilities and design around them. To do that, we have to clarify our purpose. In education, learning is the focus, and we know that multitasking is not helpful. So it’s up to us to actively choose unitasking.
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f you ask people where their love for learning comes from, they usually talk about an inspiring teacher. The most powerful learning takes place in relationship.
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But for all its flaws, the lecture has a lot going for it. It is a place where students come together, on good days and bad, and form a small community. As in any live performance, anything can happen.
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Online Teaching and Learning: Makin' Whuffie - 1 views
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
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Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
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A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
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If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
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A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
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Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
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The Edurati Review: Making the Shift, Part 4: From "Target Future" to Teaching - 0 views
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But if you recognize that authentic understanding is constructed by the brain, and that executive function processes play critical roles in working memory’s constructing of understanding, then you may see this ideal as representing a potentially real instructional, or better yet, an effective learning environment. Students are still accountable for their work and learning, but they get a say in how that work and learning will develop. They become participants in the learning, not merely recipients.
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If you teaching something that is heavily skill-focused, could an occasional focus, form, and frame that engages students in applying several of those skills help them connect what you are teaching with the executive function processes they’ll use to determine when and where to use the learned skills?
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Online Courses Should Always Include Proctored Finals, Economist Warns - Wired Campus -... - 34 views
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Online economics students do not absorb much material from homework and chapter tests during the semester—perhaps because they expect to be able to cheat their way through the final exam.
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she has noticed that her online students perform much worse than their classroom-taught counterparts when they are required to take a proctored, closed-book exam at the end of the semester.
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Ms. Wachenheim’s findings parallel those of a 2008 study in the Journal of Economic Education. That study found indirect evidence that students cheat on unproctored online tests, because their performance on proctored exams was much more consistent with predictions based on their class ranks and their overall grade-point averages.
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Those include insisting on a proctored final exam and reminding students of that exam “early, often, and broadly, so students are ever-conscious that they will be responsible for the material in an unaided environment.”
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"In self-paced courses, many students appeared to cram most of the homework and chapter exams into the final week of the semester. Few of them bothered to do the ungraded practice problems offered by the online publisher." First, where is the teaching? It sounds more like a case of poorly designed instruction...or a complete lack of instruction. Of course these students are not learning...they are not being taught. Also, if they are in classes which are actively taught by a teacher, then where are the formative assessments by the instructors? That teacher should know long before the final exam if the students know the material or not. A good teacher and a well developed online course would have a number of ways to determine this which do not allow for "cut and paste" or cheating. Finally, does this department test a student's memorization of material or the mastery of the concepts and and understanding of how to apply those concepts? Perhaps, there is also a need to reevaluate the assessments. Good teaching is good teaching. If a student is not learning the material, who is really to blame?
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Blended learning: Uncovering its transformative potential in higher education - 48 views
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This article is one of the many written by D. Randy Garrison on the value of e-learning both as an independent entity and (as in this article) part of the blended learning environment. The authors are Dr. D. Randy Garrison, professor and academic director of Learning Commons at the University of Calgary; and Dr. Heather Kanuka, professor and academic director of the Centre for Teaching and Learning at the University of Alberta. Both authors have written extensively on the topic of e-learning, distance education, and adult education. This article discusses the potential of blended learning in higher education. The authors conclude that blended learning can have a substantial benefit for the student both in terms of logistics and educational satisfaction. "Blended learning is about rethinking and redesigning the teaching and learning relationship." However, it requires that the program's administrative and leadership issues are addressed and a solid action plan is in place. A "community of inquiry" must be formed by good course design which can be at the same time quite simple and yet complex. This topic is of great interest to me as I would like to reinstate a successful blended learning program at the college where I teach.
Wide Scope » Grade Student Papers Using Google Forms - 1 views
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http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_Ju... - 26 views
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Does Easy Do It? Children, Games, and Learning - 29 views
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The kind of product I shall pick on here has the form of a game: the player gets into situations that require an appropriate action in order to get on to the next situation along the road to the final goal. So far, this sounds like "tainment." The "edu" part comes from the fact that the actions are schoolish exercises such as those little addition or multiplication sums that schools are so fond of boring kids with. It is clear enough why people do this. Many who want to control children (for example, the less imaginative members of the teaching profession or parents obsessed with kids' grades) become green with envy when they see the energy children pour into computer games. So they say to themselves, "The kids like to play games, we want them to learn multiplication tables, so everyone will be happy if we make games that teach multiplication." The result is shown in a rash of ads that go like this: "Our Software Is So Much Fun That The Kids Don't Even Know That They Are Learning" or "Our Games Make Math Easy."
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What is worst about school curriculum is the fragmentation of knowledge into little pieces. This is supposed to make learning easy, but often ends up depriving knowledge of personal meaning and making it boring. Ask a few kids: the reason most don't like school is not that the work is too hard, but that it is utterly boring.
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game designers have a better take on the nature of learning than curriculum designers. They have to. Their livelihoods depend on millions of people being prepared to undertake the serious amount of learning needed to master a complex game. If their public failed to learn, they would go out of business. In the case of curriculum designers, the situation is reversed: their business is boosted whenever students fail to learn and schools clamor for a new curriculum!
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watching kids work at mastering games confirms what I know from my own experience: learning is essentially hard; it happens best when one is deeply engaged in hard and challenging activities.
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The preoccupation in America with "Making It Easy" is self-defeating and cause for serious worry about the deterioration of the learning environment.
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I have found that when they get the support and have access to suitable software systems, children's enthusiasm for playing games easily gives rise to an enthusiasm for making them, and this in turn leads to more sophisticated thinking about all aspects of games, including those aspects that we are discussing here. Of course, the games they can make generally lack the polish and the complexity of those made by professional designers. But the idea that children should draw, write stories and play music is not contradicted by the fact that their work is not of professional quality. I would predict that within a decade, making a computer game will be as much a part of children's culture as any of these art forms.